Ok, this only took me like 30 minutes to figure out how to put my information up, but here goes:
Intro- Chapt. 2
*Correctionist Model of Language- The assumption that educators have to correct their students' language
*Grammatical Echo- When the transfer of a student's first language appear in another language or language variety.
*Wolfram and Shilling-Estes say, "the term dialect..is a neutral label to refer to any variety of language which is shared by a group of speakers" who live in the same place or same SES group.
*Codeswitching is a demonstrably successful method for teaching Standard English that does take vernacular dialects into account
*It is more appropriate to use the terms formal vs. informal
Traditional approaches to teaching Standard English have failed to urban minority students because the techniques misdiagnose the linguistic situation.
*Delpit states, "Verbal creativity and fluency that black kids express every day on the playgrounds of America as they devise new insults, new rope-jumping chants, and new cheers"
*A way to teach language using a different approach- "Lyric Shuffle Games" This is a series of games that reinforce literacy through popular lyrical music
Hey everybody,
I don't know if I am doing this right or if anyone will get this, but I will go ahead and print off the planning sheet for our inquiry group text and bring it on Monday.
-Lori
Lori
CHAPTER 3 How Language Varies 1. Most obvious differences in language lie in VOCABULARY.
a. slang (the vocabulary of youth), speaker’s occupation, speaker’s region
2. Language also varies in its SOUNDS, or pronunciation. We call this ACCENT.
a. varies predictably from region to region within a nation
3. Language varieties contrast in GRAMMAR.
a. Ex: The car needs washed. / The car needs washing.
There are differences in sound, vocabulary, and grammar, but there are also patterns of these differences that hold together in a distinct way. A distinct way of speaking a language is called a DIALECT, or LANGUAGE VARIETY. Everyone speaks a dialect. “Standard English” is a dialect of English. Within a given language variety, there are different levels of formality.
Standard English, Vernacular English (I ain’t got none, I seen it), and “Nonstandard” English (African American English)
We see different attitudes towards different types of language. These judgments reflect our beliefs about which groups are worthy of respect and which groups are not.
CHAPTER 4
How do we flip the switch from correction to contrast in our classrooms?
*Table on page 57* gives ways of seeing, talking about, and responding to students and student writing.
(Instead of thinking of language as “good or bad,” “right or wrong,” for example, consider seeing it as effective or ineffective, a fit or not in the setting. Instead of “correcting” student language, help students code-switch or “translate” their writing into whatever language variety is appropriate.)
Ideas for the classroom: 1. Use Code-Switching Shopping List to tally the most common grammar patterns your students use. (p. 60) Later, you can do a mini-lesson on these common grammar patterns and have the students translate from informal to formal English.
Contrastive Analysis Comparing two varieties leads to much greater metalinguistic awareness of similarities and differences between the vernacular and the standard.
Teachers exposed students to Standard English forms, instructed them in Standard English patterns, and then guided students as the practiced transforming sentences that contained African American English features into the Standard English equivalents.
Through code-switching and contrastive analysis, we offer a way to unbind the negative stereotypes associated with African American English. Code-switching is the goal, and contrastive analysis is the primary means to achieve that end.
CHAPTER 5
Get students to become familiar with what is “formal” and “informal” through things that they already know.
Ex: make list of informal and formal clothing or informal and formal places
Next, begin the process of distinguishing formal and informal language.
Ex: How would you greet the principle? “Yo man! Waz’ up?” or “Good morning, Mr. B.”? Make a list of informal and formal things to say.
After helping your students become comfortable distinguishing b/w informal and formal language, they are ready to begin exploring language in literature.
This is the beginning of helping children learn that we use language differently in different settings.
Courtney-- March 11, 2010
Here are the chapters I read and the highlights.
Chapter 12--
Gives a look at how code-switching could be used in the classroom.
1. Assemble and present various texts that use formal and informal language.
Have students discuss these differences, this allows them to become more aware of the different sentence patterns
The first goal is for the students to hear the linguistic differences, by reading stories that contain informal and formal language.
2. Identify a common informal sentence structure and then use texts that specifically use that pattern.
You can use this text as a part of contrastive analysis, comparing the formal to the informal
3. As students become more aware of the informal vs. formal language patterns, start incorporating this knowledge in writing workshops.
Here students can experiment using different language patterns depending on the purpose of their writing.
This also helps them to learn when and where the different language patterns are appropriate.
Chapter 13--
Discusses identifying informal sentence patterns and then teaching the formal sentence pattern counterpart.
The book lists the top 10 most common patterns and how to identify a pattern that is not among the top ten.
Chapter 14--
Gives practical steps for setting up and initiating a code-switching classroom and give tips on how to talk to principals, teachers, and other parents about code-switching.
~I hope this is posted right. Ill bring the copy to class also.~ Rose
· Chp 9 Teaching Past Time
o Discover patterns in both formal and informal English § Start with focal patterns-the verb § Review action verbs-give examples § On board, show formal and informal language (p.123) § Read sentences aloud because people tend to read how they speak § Ask how student knows it occurred in the past. Circle cue words § Find rule for showing past tense for formal and informal English · Chp 10 Teaching Gonna/Going to
o Gonna is used when the to is part of the verb but not when to is part of the prepositional phrase. (ex: I’m gonna write a story = I’m going to write a story. I’m going to North Carolina ≠ I gonna North Carolina) § Complete list of student work to find rule (p128) § Take them through a word by word comparison · Chp 11 Code-switching w/ more Complex Patterns
o Ask students to review patterns learned (ex: possession, plural, subject/verb agreement, past time, is/are, was/where, and gonna/going to. § After review, have students identify informal patterns in several sentences. (ex: All of my dad friend was at the party-(possessive, plural, and was/were) § Translate into formal English (ex: All of my dads friends were at the party.)
o Habitual be-indicates they’re usually, frequently, or habitually doing that action. (ex: I be playing)
Jeff Phillips : Chapter 6, 7 and 8**
Informal English - owner + owned
Formal English - owner + 's + owned
Examples of each are shown below: Informal:
Taylor cat is black
The boy coat is torn
A giraffe neck is long
Did you see the teacher pen? Formal:
Taylor's cat is black
The boy's coat is torn
The giraffe's neck is long
Did you see the teacher's pen?
All language follows a pattern and there is likely some rule, a grammar rule that applies to the student's "home, nurture or often called informal" language that some student might be using.
You can use the "scientific method" to collect data on discovering the language pattern. First collect the data, next examine the data then describe the pattern one finds, often called the hypothesis and finally test and refine your description of the pattern you are discovering. You want to have solid rules for why someone uses informal and then contrastive analysis with the solid rules for formal so that the student can see how to "flip" over when needed depending upon the setting or situation they find themselves in.
Students can help in discovering the patterns of one's "home or informal" language. When we use something that the student already understands and apply that to the "formal" language structure, than true learning can take place.
It is important to introduce only one pattern analysis at a time when teaching. Single focus for the student is key. You cannot try to solve 4 types of issues at once. Keep it focused to just one topic at a time. and move on from there.
Use the same basic contrastive analysis chart form throughout your teaching of informal to formal analysis. The chart will become an anchor for the student because they will become familar with its layout.
Stress throughout your teaching that nobody did anything wrong and nobody left anything out, it is just the different levels of language and we do not always use "formal" all the time.
Intro- Chapt. 2
*Correctionist Model of Language- The assumption that educators have to correct their students' language
*Grammatical Echo- When the transfer of a student's first language appear in another language or language variety.
*Wolfram and Shilling-Estes say, "the term dialect..is a neutral label to refer to any variety of language which is shared by a group of speakers" who live in the same place or same SES group.
*Codeswitching is a demonstrably successful method for teaching Standard English that does take vernacular dialects into account
*It is more appropriate to use the terms formal vs. informal
Traditional approaches to teaching Standard English have failed to urban minority students because the techniques misdiagnose the linguistic situation.
*Delpit states, "Verbal creativity and fluency that black kids express every day on the playgrounds of America as they devise new insults, new rope-jumping chants, and new cheers"
*A way to teach language using a different approach- "Lyric Shuffle Games" This is a series of games that reinforce literacy through popular lyrical music
Hey everybody,
I don't know if I am doing this right or if anyone will get this, but I will go ahead and print off the planning sheet for our inquiry group text and bring it on Monday.
-Lori
Lori
CHAPTER 3
How Language Varies
1. Most obvious differences in language lie in VOCABULARY.
a. slang (the vocabulary of youth), speaker’s occupation, speaker’s region
2. Language also varies in its SOUNDS, or pronunciation. We call this ACCENT.
a. varies predictably from region to region within a nation
3. Language varieties contrast in GRAMMAR.
a. Ex: The car needs washed. / The car needs washing.
There are differences in sound, vocabulary, and grammar, but there are also patterns of these differences that hold together in a distinct way. A distinct way of speaking a language is called a DIALECT, or LANGUAGE VARIETY. Everyone speaks a dialect. “Standard English” is a dialect of English.
Within a given language variety, there are different levels of formality.
Standard English, Vernacular English (I ain’t got none, I seen it), and “Nonstandard” English (African American English)
We see different attitudes towards different types of language. These judgments reflect our beliefs about which groups are worthy of respect and which groups are not.
CHAPTER 4
How do we flip the switch from correction to contrast in our classrooms?
*Table on page 57* gives ways of seeing, talking about, and responding to students and student writing.
(Instead of thinking of language as “good or bad,” “right or wrong,” for example, consider seeing it as effective or ineffective, a fit or not in the setting. Instead of “correcting” student language, help students code-switch or “translate” their writing into whatever language variety is appropriate.)
Ideas for the classroom:
1. Use Code-Switching Shopping List to tally the most common grammar patterns your students use. (p. 60) Later, you can do a mini-lesson on these common grammar patterns and have the students translate from informal to formal English.
Contrastive Analysis
Comparing two varieties leads to much greater metalinguistic awareness of similarities and differences between the vernacular and the standard.
Teachers exposed students to Standard English forms, instructed them in Standard English patterns, and then guided students as the practiced transforming sentences that contained African American English features into the Standard English equivalents.
Through code-switching and contrastive analysis, we offer a way to unbind the negative stereotypes associated with African American English. Code-switching is the goal, and contrastive analysis is the primary means to achieve that end.
CHAPTER 5
Get students to become familiar with what is “formal” and “informal” through things that they already know.
Ex: make list of informal and formal clothing or informal and formal places
Next, begin the process of distinguishing formal and informal language.
Ex: How would you greet the principle? “Yo man! Waz’ up?” or “Good morning, Mr. B.”? Make a list of informal and formal things to say.
After helping your students become comfortable distinguishing b/w informal and formal language, they are ready to begin exploring language in literature.
This is the beginning of helping children learn that we use language differently in different settings.
Courtney-- March 11, 2010
Here are the chapters I read and the highlights.
Chapter 12--
Gives a look at how code-switching could be used in the classroom.
1. Assemble and present various texts that use formal and informal language.
Have students discuss these differences, this allows them to become more aware of the different sentence patterns
The first goal is for the students to hear the linguistic differences, by reading stories that contain informal and formal language.
2. Identify a common informal sentence structure and then use texts that specifically use that pattern.
You can use this text as a part of contrastive analysis, comparing the formal to the informal
3. As students become more aware of the informal vs. formal language patterns, start incorporating this knowledge in writing workshops.
Here students can experiment using different language patterns depending on the purpose of their writing.
This also helps them to learn when and where the different language patterns are appropriate.
Chapter 13--
Discusses identifying informal sentence patterns and then teaching the formal sentence pattern counterpart.
The book lists the top 10 most common patterns and how to identify a pattern that is not among the top ten.
Chapter 14--
Gives practical steps for setting up and initiating a code-switching classroom and give tips on how to talk to principals, teachers, and other parents about code-switching.
~I hope this is posted right. Ill bring the copy to class also.~ Rose
· Chp 9 Teaching Past Time
o Discover patterns in both formal and informal English
§ Start with focal patterns-the verb
§ Review action verbs-give examples
§ On board, show formal and informal language (p.123)
§ Read sentences aloud because people tend to read how they speak
§ Ask how student knows it occurred in the past. Circle cue words
§ Find rule for showing past tense for formal and informal English
· Chp 10 Teaching Gonna/Going to
o Gonna is used when the to is part of the verb but not when to is part of the prepositional phrase. (ex: I’m gonna write a story = I’m going to write a story. I’m going to North Carolina ≠ I gonna North Carolina)
§ Complete list of student work to find rule (p128)
§ Take them through a word by word comparison
· Chp 11 Code-switching w/ more Complex Patterns
o Ask students to review patterns learned (ex: possession, plural, subject/verb agreement, past time, is/are, was/where, and gonna/going to.
§ After review, have students identify informal patterns in several sentences. (ex: All of my dad friend was at the party-(possessive, plural, and was/were)
§ Translate into formal English (ex: All of my dads friends were at the party.)
o Habitual be-indicates they’re usually, frequently, or habitually doing that action. (ex: I be playing)
Jeff Phillips : Chapter 6, 7 and 8**
- Informal English - owner + owned
- Formal English - owner + 's + owned
Examples of each are shown below:Informal:
Taylor cat is black
The boy coat is torn
A giraffe neck is long
Did you see the teacher pen?
Formal:
Taylor's cat is black
The boy's coat is torn
The giraffe's neck is long
Did you see the teacher's pen?
All language follows a pattern and there is likely some rule, a grammar rule that applies to the student's "home, nurture or often called informal" language that some student might be using.
You can use the "scientific method" to collect data on discovering the language pattern. First collect the data, next examine the data then describe the pattern one finds, often called the hypothesis and finally test and refine your description of the pattern you are discovering. You want to have solid rules for why someone uses informal and then contrastive analysis with the solid rules for formal so that the student can see how to "flip" over when needed depending upon the setting or situation they find themselves in.
Students can help in discovering the patterns of one's "home or informal" language. When we use something that the student already understands and apply that to the "formal" language structure, than true learning can take place.
It is important to introduce only one pattern analysis at a time when teaching. Single focus for the student is key. You cannot try to solve 4 types of issues at once. Keep it focused to just one topic at a time. and move on from there.
Use the same basic contrastive analysis chart form throughout your teaching of informal to formal analysis. The chart will become an anchor for the student because they will become familar with its layout.
Stress throughout your teaching that nobody did anything wrong and nobody left anything out, it is just the different levels of language and we do not always use "formal" all the time.